Current Research and Development Projects
Research interests
- Taboo, Transgression, Power, Social Control, Surveillance.
- Ancient Tahitian socio-cultural constructs, ethno-history, and performance traditions.
- Visual Cognition; Visual Learning for Science and Mathematics; Visual Approaches to Learning
- Media, Learning and Development
My current research is on the nature of power and social control. I am developing a social theory on the power and punishment of taboo and transgression. I am particularly interested in individual "agency" and empowerment.
I also research visual cognition in learning design for online environments; visualization for science and mathematics; 3D web and virtual learning environments theory and design; media theory and the pedagogy of visual approaches to teaching an learning.
Philosophical Interests: I am most intrigued by the essential questions of life and how they help us understand what it is to be human, perhaps best expressed by Paul Gauguin in his masterpiece D’oł venons Nous? Que sommes nous? Oł allons nous? (Where Do We Come From? What Are We? Where Are We Going?).
I serve in a leadership capacity on the following research and development projects:
1. Fire and Emergency Services in Higher Education Baccalaureate
Summary of Project
The Center for Distance Learning at Empire State College, State University of New York, has partnered with the Department of Homeland Security, Directorate of Preparedness, U. S. Fire Administration, National Fire Academy to take the lead in converting thirteen upper-level baccalaureate courses that constitute the Fire and Emergency Services in Higher Education (FESHE) online baccalaureate for fire service officers. The print version of this curriculum has been offered through the NFA’s Degrees at a Distance Program (DDP) since 1979. Upon completion of the project, the thirteen courses, coupled with an existing lower-level FESHE model fire science curriculum, will create a nationally integrated model core and non-core curriculum for the fire and emergency services at both the associate’s and bachelor’s levels. The NFA will release the curriculum to all qualified FESHE institutions. According to NFA officials, “this re-tooled degree program will better prepare graduates to lead in a post-9/11 world.”
The Program
The Fire and Emergency Services in Higher Education (FESHE) baccalaureate program is comprised of thirteen upper-level courses delivered across the country by the following seven accredited colleges and universities: Cogswell College; Empire State College/SUNY; University of Cincinnati; University of Maryland; University of Memphis; Western Illinois University; and Western Oregon University.
The FESHE online baccalaureate provides a vital alternative means for fire service personnel to earn a bachelor's degree or to pursue college-level learning in a fire-related course concentration without residency requirements. Previously available as print guides, these courses have been revised and converted to an interactive web-based format, and enriched with media resources, library-based research, and best practices in online learning for adults working at a distance. This is particularly attractive to fire service personnel, for whom shift work and duties tied to crisis, disaster, and emergency response make classroom attendance difficult at best.
Program officers Ed Kaplan and Trina Clever from the NFA, and Curriculum and Instructional Designers Nicola Martinez and Sonja Thomson from Empire State College have provided leadership on the project, addressing higher level issues, change management, collaborative agreements, process planning, work planning, theory and best practices, and larger curricular issues while coordinating technical and instructional design services. Fire research scientist Daniel Madrzykowski from the Fire Research Division of the Building and Fire Research Laboratory of the U.S. Department of Commerce’s National Institute of Standards and Technology provided expert guidance on project related research and resources.
Empire State College’s rigorous curriculum design process and methodology was modified to address the capabilities and resources (course management systems, educational philosophy/pedagogical approach, term length, and library resources) of all sponsoring schools. This adaptation required extensive pre-production and production planning, including the development of online training resources, a unique, scalable course model to collect content, and creative collaborative approaches to develop courses amongst geographically dispersed stakeholders. Course project teams included representatives from the seven FESHE schools, subject matter experts, instructional designers, librarians, multimedia and image specialists, content reviewers, and editors.
2. Charitable Leadership Foundation Grant for Improving Adult Learner Literacy in Mathematics and Science Through Online Learning
I am on the leadership team for this project (along with Dean Meg Benke, Vice President for Educational Technology Pat Lefor, and Center for Learning and Technology Director Evelyn Ting).
Project Goal
To enhance the quantitative and scientific literacy of adult learners seeking to earn a college degree, Empire State College, State University of New York, will create or redesign sixteen model, online courses in mathematics and science that will engage students in problem-based learning relevant to their lives and work and teach them to think and speak knowledgeably in the community as engaged citizens. Through a highly interactive curriculum and pedagogy, we will target these courses for the great mass of adult university students who are typically not majoring in mathematics and science.
Project Objective
Empire State College will address the science and math literacy challenge through the creation of an engaging, rich and varied online curriculum that will be available to the college’s 17,000 students and, indeed, throughout the entire State University of New York via the SUNY Learning Network. Through the engagement of selected high school teachers in curriculum development teams, the project may also have a “trickle down” effect of improving secondary school instruction, especially through the use of instructional technology.
CID Team Role
Course project management and high level instructional design support for the following:
1) Create and utilize real-life, interactive, problem-based curriculum with case studies and laboratory experiences in 16 online mathematics and science courses with the potential for high enrollment by adult students.
2) Complete the creation and/or redesign of three courses in 2005-06, seven courses in 2006-07 and six courses in 2007-08.
3) Ensure that all SMP courses meet the following goals of the grant:
- Promote relevancy through creating authentic learning experiences:
- Emphasize scientific discovery as a methodology with opportunities to “play” using simulations.
- Engage a variety of learning styles including audio, visual and text modes.
- Emphasize problem-based learning. Integrate case studies and problem-based exercises to promote learning.
- Emphasize the analysis of data using technology tools. Create opportunities to visualize data for better understanding and analysis.
- Emphasize literacy through communicating (writing and discussing) math and science concepts.
- Develop transferable tools/learning objects within course that can be applied to other courses in other areas, thereby reinforcing learning.
- a) Use real-life learning experiences to minimize math anxiety or to otherwise connect learners more directly to the subject matter.
b) Encourage the study of abstract concepts and/or theory within appropriate contexts.
c) Emphasize personal, social and work connections.